Diverse Learning Case Study Rationale

Context: This Case Study was created for CI-3000, Learner Diversity in Spring 2007. It was created under the advisement of Dr. Bryant. The interview for the assignment was conducted in third grade at Mountain View Elementary School.

The Case Study was designed to tell about different culture groups and the stereotypes that go along with them. For this assignment the internet was used for through research of the culture groups along with a detailed interview.

Impact: This assignment was used to help learn about different cultures and the backgrounds of certain groups. The culture report database was easily accessed to educate everyone on groups. Upon the completion of the case study I was more informed about the particular needs of students because of their cultures. With the help of this assignment modifications were made to my teaching methods to better incorporate every child’s needs.

From this assignment students were able to appreciate the lifestyles of their classmates. They could see that not everyone was the same and they had different needs. Through the case study it was easier to incorporate everyone into the daily curriculum.

Alignment: This unit met the following North Carolina Standards for Elementary School Standards:

Standard 4: Elementary teachers have a broad knowledge and understanding of the major concepts in social studies.

Indicator 14: This indicator was met because the teachers were required think about the different environments that the students live in and how that affects their learning. Then the teacher provides a place that comfortable and easy to learn.

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 3: This indicator was met through adjusting class assignments to meet the needs of all students. The students were able to do assignments that included their interest.

Indicator 4: This indicator was met by communicating different teaching techniques to include every student.

Indicator 5:Through this indicator teachers assist students to develop many strategies problem solve and think critically.

Indicator 6:Through this indicator classroom activities were adapted to meet the needs of every student.

Standard 14: Elementary teachers develop strategies to address topics that are controversial to diverse groups.

Indicator 1: This indicator was met by understanding that children come from different backgrounds and lifestyles.

Indicator 3: This indicator was met by lisiting stereotyes and then learning about the diverse group to prevent students from using those stereotypes. The solutions was to educate.

Indicator 4: This indicator was met by understanding how to educate children of diversity. The different family backgrounds were recognized and consider when developing lessons.

Indicator 5: Through this assignment and throughout all of the lessons appropriate behavior and manners were modeled.

Indicator 6: I tried to meet this indicator by giving each student the resources needed to complete the assignments.

Standard 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students.

Indicator 4: This indicator was met by providing unique tools and visual elements to complete assignments.

Indicator 8: This indicator was met by conducting interviews to learn more about the students and to get rid of stereotypes

Indicator 9: This indicator was met conversing with fellow classmates to learn different pedagogy that strengthens the lessons.

Indicator 10: This indicator was met by protesting that students from certain backgrounds need extra help and given it to them.